Lightning Ridge NSW

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• Tameika Allport (x%)• Susan Barta (x%)• Michelle Grogan (x%)• Kristy Johnson (x%)• Courtley Mancell (x%)• Christie Paton (x%)

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Lightning Ridge Central School

Table of Contents

1. Context Analysis

2. Priority Health Area

3. Outcomes

4. Realising Outcomes

5. Scope and Sequence

6. Scope

7. Recommended Resources

Context Analysis

Substantially below national average

Above or close to similar schools

40% Indigenous5% LOTE

Located on rural farms, mining communities as well as in town

Isolated Community

Difficulties in accessing health professionals

Remote Location Family Diversity NAPLAN

Context Analysis Lightning Ridge Central School

Source: Sonja’s Bed and Breakfast

Source: Sonja’s Bed and BreakfastSource: Australian Opal Centre

Narration: Lightning Ridge is a school which caters for students from Kindergarten to Year 12. It is located in the remote mining town of Lightning Ridge which is approximately 770 kms north west of Sydney and only 50kms due south of the Qld boarder. It is located in the Walgett shire with the town itself 75kms north of Walgett.

Context Analysis

Source: Lightning Ridge Central School

Narration: Lightning Ridge Central School is a government school with 385 students attending Kindergarten to year 12. There are 35 teaching staff members with 14 non-teaching staff. This translates to 36.7 full-time equivalent staff and 11.2 full-time equivalent non-teaching staff. The school will celebrate its centenary in September this year.

The 385 students are made up of 175 girls and 210 boys. 40% of these students are Indigenous and 8% have a language background other than English. There is an attendance rate of 88%. (Note: annual report states 43% Indigenous and 11% LOTE).

Context Analysis

Bottom Quarter Middle Quarters Top

QuarterSchool

Distribution 62% 17% 17% 4%

Australian Distribution 25% 25% 25% 25%

Index of Community Socio-Education AdvantageSchool ICSEA Value 810

Australian ICSEA Value 1000

Source: My SchoolsNarration: Students come from families mainly involved in the opal mining or agricultural industries. Some students live within the township of Lightning Ridge, with many others living on rural properties or on mining camps on the outskirts of the town. Students and their families have a rich variety of backgrounds, all of which contribute to the diversity of this isolated north-western town.

LRCS attracts significant additional funding to assist the school provide equity and opportunity for its students. In 2010 the school received funding from the Priority Schools Program (PSP), the Country Area Program (CAP) and the National Partnership (Low SES) program.

According to the ‘My Schools’ data, LRCS achieves an ICSEA value of 810 compared to the average value of 100. As you can see, the majority of families fall into the bottom quarter and very few in the top. LRCS’s NAPLAN results show the students to be above or close to schools with a similar ICSEA value, however they are generally substantially below the national average.

ObesityGraph here with different health issues identifying obesity as a major one.

Second graph with obesity rates in Aust – adults and children.

Narration: Group 11 have identified obesity as a priority health area for LRCS to focus on.

Approximately one-quarter or around 600,000 children aged between 5 and 17 were identified as overweight or obese in 2007-08 as identified in the 2007-2008 National Health Survey. This is a four percentage point increase from 1995.

Looking at obesity only, the rate for children increased from 5.2% in 1995 to 7.5% in 2007-08.

Children living in the areas of greatest relative disadvantage had more than double the rate of obesity (28%) of children living in areas with the lowest relative disadvantage (13%).

The Schools Physical Activity and Nutrition Survey 2010 (SPANS) showed similar numbers with a total of 22.8% of NSW children being overweight or obese; 17.1% being overweight and 5.8% being obese. This compares to 11% of all young people aged 7-16 years in 1985 (COO 2006) <NSW Centre for Overweight and Obesity 2006, NSW Schools Physical Activity and Nutrition Survey (SPANS) 2004 Full Report, COO, Sydney.>

(Note from Michelle here - The 2004 NSW Schools Physical Activity and Nutrition Survey (SPANS) showed that 26% of boys and 24% of girls in NSW aged approximately 5-16 years were overweight or obese, compared with 11% of all young people aged 7-16 years in 1985 (COO 2006). The point being, that overweight/obesity rates have dropped from 2004 to 2010. The govt [of course] attributes this drop to the healthy eating/exercise campaigns they have run since 2004)

What is obesity. The World Health Organisation identifies obesity as an adult with a BMI of 30+. An overweight person is anyone with a BMI of 25 to less than 30. Overweight and obesity are defined according to the BMI scores. There are BMI cutoffs for children which are based on the definitions of adult overweight and obesity adjusted to specific age and sex categories for children. For a detailed list of these cutoffs, please see the National Health Survey Users' Guide (ABS cat. no. 4363.0.55.001).

In 2008, it was estimated that the overall cost of obesity to Australian society and governments was $58 billion (Access Economics, 2008).

Group 11 chose obesity as a priority health area due to the shockingly high numbers of Australian children who are overweight or obese and the resulting problems that being obese causes as children and then into adulthood.

Obesity

Cost to Aust health

system ($58m)

¼ of Australian children obese

31% rural adults

23% city adultsobese

Childhood obesity rates

increasingIndigenous Australians

high risk

Why Obesity?Leads to type 2

diabetes

Why Obesity?

• Narration: • The bureau of statistics state In 2007-08, one quarter of Australian children (or

around 600,000 children aged 5-17 years) were overweight or obese. • More adults in outer regional and remote Australia were obese (31%) than those in

major cities (23%).• Health education programs between 2004-2010 have seen a decrease in the amount

of children diagnosed with Diabetes. • Current Strain and demand on the Australian Health System • Obesity can lead to other serious diseases and long term health risks such as Type 2

Diabetes. • Indigenous Australians are more prone to contract Diabetes.• Indigenous people living in remote areas of Australia were more than eight times

more likely to report having diabetes or HSL than non-Indigenous people.• Prevention and awareness of obesity during a child’s schooling life is crucial to

ensure a healthy start to their adult life. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (AIHW 2004).

Proportions (%) of Indigenous and non-Indigenous people reporting diabetes as a long-term health condition, by age-group (years) 2004-2005

15-24 25-34 35-44 45-54 55+0

5

10

15

20

25

30

35

OutcomesPersonal Health Choices

Decision Making

Nutrition

Stage 2: Discusses the factors influencing personal health choices

Lightning Ridge Central School operates a Breakfast Club, which provides breakfast for around 40 students each school day.

Lightning Ridge Central School provides a healthy, nutritious canteen menu to encourage students to make healthy choices.

Aims and ObjectivesAim: Personal Health Choices examines the process of making lifestyle decisions and putting them into practice. The strand considers the personal health decisions that students make about their lives relating to nutrition and disease prevention.

Objectives:• Values and AttitudesTo develop students’ appreciation of, and a commitment to, healthy and socially just ways of living.• Skills To develop students’ skills in making, communicating and acting upon health decisions.• KnowledgeTo develop students’ knowledge and understanding about ways to enhance personal and community health and well-being.

Narration-- Nutrition: Health and nutrition is taught within the primary syllabus to ensure students are able to make informed decisions about healthy eating and wellbeing.Decision Making: Decision making is taught within the syllabus to allow students to make safe lifestyle decisions and put them into practice.

Indicators

Nutrition

S2: Discusses the nutritional factors that contribute to a healthy dietS2: Explain the benefits of balanced eating habitsS2: Explore the illnesses associated with obesity e.g. diabetes, heart diseaseS2: Analyse the impact of fast foods on personal health

Decision Making

S2: Identify physical factors that influence lifestyle choices S2: Describe the importance of how taking responsibility for ones own decisions impacts on personal health and healthy choicesS2: Explore ways in which to improve health and well being e.g. exercise and dietS2: Analyse ways in which family and peers influence decisions on lifestyle choices

Last update: 24th July 2012RATIONALE: At LRCS we believe health and well being is a whole life commitment. In our school, we will uphold and maintain good health and well being for all in the school community.

AIM: In order to facilitate each person in committing to a healthy lifestyle, we will provide individual education so informed decisions can be made to ensure this is a reality. The continuation of the Healthy Active Schools program and the operation of the Breakfast Club will also advocate and model healthy eating and nutrition.

Lightning Ridge Central School Health Policy

IMPLICATIONS: This will be a collaboration between students, staff, parents and the Lightning Ridge community members, who will advocate a healthy, positive and supportive environment ,by providing quality health and physical education, specifically catering to our school community’s health needs and interests.

REVIEW: This policy will be monitored and reviewed annually by the Health Promoting Policy group in preparation for the LRCS Annual Report.

Lightning Ridge Central School Health Policy

Lightning Ridge School Plan

Lightning Ridge Public School have carefully considered what Priority Health Areas need to be addressed. Obesity and connected health issues are a rising concern for students and staff of LRPS. To ensure the Priority Health Area outcomes are met the school have created a School Plan also known as a Scope and Sequence to ensure that all curriculum areas are taught to students and outcomes met.

LRPS have planned in detail when and how the curriculum areas will be taughtby placing them into appropriate programs and lessons from ES1 to Stage 5.

LRPS Priority Health Area of Obesity is addressed in term four of Stage Two in the program ‘My Right to a Healthy Body and Active Lifestyle’

Lightning Ridge healthy living procedures

At Lightning Ridge Central School we realise that healthy living is a personal choice and may be a delicate subject for some people due to their beliefs, values and/or circumstance. In order to cater for this diversity we aim to:

Create a healthy education plan which is created using input from the community, parents/carers, students and staff,

Display sensitivity towards individuals and their circumstances Create a welcoming environment that values the ideas and beliefs of

all Lightning Ridge residents who wish to contribute when it comes to obesity and discovering the different ways to fight it.

To create opportunities for all students to discuss their thoughts and opinions in small groups and voice their anxieties, worries and fears about their own health

Scope and Sequence

HealthEarly Stage 1 Stage 1 Stage 2 Stage 3

Term 1

Term 2

Term 3

Term 4

Source: ???

Narration: Blah, blah, blah

Scope and Sequence

Narration- Our health priority area of obesity is addressed in term four of stage 2. Students will explore their right to a healthy body and an active lifestyle through healthy eating habits and regular physical activity.

EvaluationTHE LIMITATIONS OF ADDRESSING OBESITY

IN PRIMARY SCHOOL EDUCATION• Health education may not necessarily translate into the

creation of a healthy citizen.• Health Education outcomes may not be achieved by all

students as there may be lack of resources, time and teacher competence.

• The programs may influence the practices of some individual teachers for some students in negative ways.

• Narration: Being aware of these 3 limitations, what teaching practice is appropriate?• What professional development might educators undertake to develop the skills to promote

personal and community health?• Furthermore, knowing these challenges how will the anti- obesity programs be assessed to

ensure their success and positive focus? • These are just some questions that need to acknowledged and answered.

Objective: as a result of the experiment, students will understand that• Fat in foods we eat have an affect on our

bodies, not just in putting on weight

Equipment:• 2 glass jars per group• Red food dye• Margarine• Scales• Big Mac nutrition chart

Procedure:1. Fill jars with water and add red dye to

simulate blood in the veins2. Look at the fat content of a Big Mac3. Weigh the same amount in margarine and

add to one jar. Shake4. Tip water out of both jars and compare

Selected Learning ActivityWhat does fat do?

This saturated fat that coats the walls of the jar is the same as what saturated fat does to the walls of your arteries. It builds up over time, restricting blood flow. It is called arteriosclerosis.

Recommended Resources

References

Australian Government National Health and Medical Research Council. (2006) Nutrient Reference Values for Australia and New Zealand Including Recommended Dietary Intakes. Retrieved from http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n35.pdf

McDonalds Australia. (2012). Nutrition Information. Retrieved from http://mcdonalds.com.au/sites/mcdonalds.com.au/files/images/Main-Menu-Combined-List-Aus-6-June-2012.pdf

Good For Kids, Good for Life (2008). For Families Edition No. 6 July 2008. Retrieved from: http://www.goodforkids.nsw.gov.au/sitefiles/GoodForKids/documents/Children's%20Services/GFK%20Families%20newsletter%20July%2008.pdf

The Surfing Scientist. (2005). Sugar Shocker. Retrieved from: http://www.abc.net.au/science/surfingscientist/pdf/teachdemo13.pdf

Realising Outcomes

Policy Plans Procedures Programs

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3-D Pie Chart

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